Promoting Social Integration of Young Children at Risk for Learning Disabilities

1982 ◽  
Vol 5 (4) ◽  
pp. 379-387 ◽  
Author(s):  
Samuel L. Odom ◽  
Joseph R. Jenkins ◽  
Matthew L. Speltz ◽  
Michelle DeKlyen
Keyword(s):  
At Risk ◽  
Special Education ◽  
Learning Disabilities ◽  
Social Interaction ◽  
Young Children ◽  
Social Integration ◽  
Children At Risk ◽  
Handicapped Children ◽  
The Social ◽  
Interactive Play

The Integrated Preschool Curriculum (IPC), designed to facilitate the social integration of young children at risk for learning disabilities into mainstreamed and integrated special education classes, was compared with a standard early childhood education model curriculum. Social interaction data during play are reported for four integrated and two nonintegrated special education classes. Children in the IPC classes were found to exhibit significantly greater proportions of interactive and proximity play, while those in the contrast classes engaged in significantly greater proportions of isolate play. In the integrated classes implementing the IPC, a significantly greater proportion of the nonhandicapped children's interactive play involved handicapped children, as compared to the integrated classes employing the contrast curriculum. Similarly, in the IPC classes handicapped children played with their nonhandicapped peers more often. These data indicate that the IPC successfully promoted social interaction between handicapped and nonhandicapped students in integrated special education classes.

Between Othering and solidarity: crisis intervention with children at risk

Radical Hope ◽  
2020 ◽  
pp. 215-228
Author(s):  
Michal Krumer-Nevo
Keyword(s):  
At Risk ◽  
Young Children ◽  
Social Worker ◽  
Crisis Intervention ◽  
Children At Risk ◽  
The Third ◽  
The Social

The third chapter of Part Four of the book tells the story of a social worker who came to an apartment following a complaint from the neighbours that young children had been left there on their own only to discover that the apartment was flooded with sewage. The response of the social worker is analysed as an example of a ‘standing against’ position. The possibility of standing by is presented in the chapter as a tentative choice.

Effects of Social Integration on Preschool Children with Handicaps

1989 ◽  
Vol 55 (5) ◽  
pp. 420-428 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Samuel L. Odom ◽  
Matthew L. Speltz
Keyword(s):  
Preschool Children ◽  
Social Interaction ◽  
Social Competence ◽  
Language Development ◽  
Social Integration ◽  
Experimental Conditions ◽  
The Social ◽  
Interactive Play ◽  
Lower Performing Students

This study examined the effects of (a) integrating handicapped and nonhandicapped children in preschools and (b) a condition designed to promote social integration. Fifty-six children with mild and moderate handicaps were randomly assigned to four experimental conditions: integrated/social interaction, integrated/child-directed, segregated/social interaction, and segregated/child-directed. Observation revealed a higher proportion of interactive play, as well as higher language development, in the social interaction conditions; and children in the integrated/social interaction condition received significantly higher ratings of social competence. These data suggest that structuring social interaction between higher and lower performing children can result in benefits to the lower performing students.

Expanding the Boundaries of Kindergartners’ E-book Reading: Metacognitive Guidance for E-book Support among Young Children at Risk for Learning Disabilities

2017 ◽  
Vol 119 (13) ◽  
pp. 1-14
Author(s):  
Adina Shamir
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Young Children ◽  
Emergent Literacy ◽  
Book Reading ◽  
Children At Risk ◽  
Self Regulated Learning ◽  
Children's Book ◽  
And Control ◽  
Metacognitive Guidance

The increasing range and number of electronic books (e-books) available in the children's book market has motivated educators and researchers to investigate how well these platforms can contribute to advancing emergent literacy. Such research has nonetheless been conducted on a much smaller scale in the area of self-regulated learning (SRL) with e-books targeted at young children at risk for learning disabilities. The article discusses recent research conducted with kindergartners 4.5 to 7.0 years old. In the research reported, the 78 participants were randomly divided into three groups of equal size: experimental (educational e-book with meta-cognitive guidance), experimental (educational e-book without metacognitive guidance), and control (the regular kindergarten program). The findings indicated that the metacognitive guidance embedded in the educational e-book supported phonological awareness (rhyming) but not vocabulary acquisition.

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